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An important issue in the semantic memory literature concerns the relative importance of experience-based sensorimotor versus language corpus-based distributional information in conceptual representations. Here we examine how each sort of information is associated with the EEG response to words in a property verification task in which participants indicated whether or not a property term (such as ”red”) is typically obtained for a concept term (such as ”APPLE”). To define and measure each type of information, we operationalized distributional and sensorimotor information using cosine distance measurements derived from GloVe Embeddings and Lancaster Sensorimotor Norms respectively. We then modeled single-trial EEG responses to property words in a property verification task using regression models. Our findings indicate that semantic processing in this task simultaneously incorporates distributional and sensorimotor information, and their contribution is shaped by task-relevant linguistic context. We aim for our study to contribute to a critical examination of such information operationalizations and also encourage a systematic evaluation of their performance across tasks, particularly forEEG measurements.

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance.

Age stereotyping at the workplace can lead to discrimination. We investigated stereotype influence on recall. In the who‐said‐what paradigm participants studied older and younger speakers making stereotypical and counterstereotypical statements about their work, followed by memory tests for the statements and speakers. Statements were more likely attributed to a speaker from the same age category than the other age category, replicating earlier findings. Stereotypicality had no effect on statement recognition but participants were more likely to guess a stereotypical speaker even though speakers made equal numbers of stereotypical and counterstereotypical statements (Experiments 1 and 3). When speakers made more counterstereotypical statements (Experiment 2) this bias was reduced but less so than the actual proportion of stereotypical statements warranted. Speaker judgments were also influenced by prior stereotypes. We conclude that participants used prior stereotypes to supplement recall from memory. Measures to reduce stereotypes should include procedures to improve memory accuracy. [ABSTRACT FROM AUTHOR]

Motor affordances have been shown to play a role in visual object identification and categorization. The present study explored whether working memory is likewise supported by motor affordances. Use of motor affordances should be disrupted by motor interference, and this effect should be larger for objects that have motor affordances than for objects that do not. In 5 experiments participants performed a working memory task on photographs of manipulable and nonmanipulable objects. Concurrent motor, verbal, or visual tasks interfered with memory performance in general but did not interact with object manipulability. Thus, there was no evidence that motor affordances support visual working memory. (Contains 5 figures, 2 tables and 3 footnotes.)

The independent cue technique has been developed to test traditional interference theories against inhibition theories of forgetting. In the present study, the authors tested the critical criterion for the independence of independent cues: Studied cues not presented during test (and unrelated to test cues) should not contribute to the retrieval process. Participants first studied a subset of cues (e.g., "rope") that were subsequently studied together with a target in a 2nd study phase (e.g., "rope-sailing", "sunflower-yellow"). In the test phase, an extralist category cue (e.g., "sports", "color") was presented, and participants were instructed to recall an item from the study list that was a member of the category (e.g., "sailing", "yellow"). The experiments showed that previous study of the paired-associate word (e.g., "rope") enhanced category cued recall even though this word was not presented at test. This experimental demonstration of covert cuing has important implications for the effectiveness of the independent cue technique. (Contains 1 table and 1 footnote.)

Many models of word recognition predict that neighbours of target words will be activated during word processing. Cascaded models can make the additional prediction that semantic features of those neighbours get activated before the target has been uniquely identified. In two semantic decision tasks neighbours that were congruent (i.e., from the same category) or incongruent (i.e., from the opposite category) were presented in a long-term priming paradigm. Performance to targets was better if they were primed by congruent neighbours than if they were primed by incongruent neighbours. The same effect was found for rhyming and nonrhyming primes. The results support cascaded models that allow semantic information to become activated before lexical selection has finished. (Contains 2 tables and 4 footnotes.)

According to the Perceptual Symbols Theory of cognition (Barsalou, 1999), modality-specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property-verification task in alternation. Responses on the property-verification task were slower for those trials that were preceded by a perceptual trial in a different modality than for those that were preceded by a perceptual trial in the same modality. This finding of a modality-switch effect across perceptual processing and conceptual processing supports the hypothesis that perceptual and conceptual representations are partially based on the same systems. (Contains 2 notes.)

Retrieval practice with particular items from memory can impair the recall of related items on a later memory test. This retrieval-induced forgetting effect has been ascribed to inhibitory processes (M. C. Anderson & B. A. Spellman, 1995). A critical finding that distinguishes inhibitory from interference explanations is that forgetting is found with independent (or extralist) cues. In 4 experiments, the authors tested whether the forgetting effect is cue-independent. Forgetting was investigated for both studied and unstudied semantically related items. Retrieval-induced forgetting was not found using item-specific independent cues for either studied or unstudied items. However, forgetting was found for both item types when studied categories were used as cues. These results are not in line with a general inhibitory account, because this account predicts retrieval-induced forgetting with independent cues. Interference and context-specific inhibition are discussed as possible explanations for the data.

Numerous studies use arm movements (arm flexion and extension) to investigate the interaction between emotional stimuli and approach/avoidance behaviour. In many experiments, however, these arm movements are ambiguous. Arm flexion can be interpreted either as pulling (approach) or as withdrawing (avoidance). On the contrary, arm extension can be interpreted as reaching (approach) or as pushing (avoidance). This ambiguity can be resolved by regarding approach and avoidance as flexible action plans that are represented in terms of their effects. Approach actions reduce the distance between a stimulus and the self, whereas avoidance actions increase that distance. In this view, action effects are an integral part of the representation of an action. As a result, a neutral action can become an approach or avoidance reaction if it repeatedly results in decreasing or increasing the distance to a valenced stimulus. This hypothesis was tested in the current study. Participants responded to positive and negative words using key-presses. These 'neutral' responses (not involving arm flexion or extension) were consistently followed by a stimulus movement toward or away from the participant. Responses to emotional words were faster when the response's effect was congruent with stimulus valence, suggesting that approach/avoidance actions are indeed defined in terms of their outcomes. Keywords: Approach; Avoidance; Emotion; Motion congruency; Action effects.

In four experiments we investigated the context-dependent nature of semantic memory by looking at priming effects in animacy, decision for newly formed associations. The first experiment investigated whether the priming effect depended on the nature of the prior relation between the word pairs. The results showed no such effect, replicating earlier findings. Experiments 2, 3, and 4 investigated the role of context overlap between study and test. In Experiment 2 priming liar new associations was found only for word pairs that had been presented in the animacy decision task during study. Experiment 3 showed that in order to obtain priming effects for new associations these associations have to be studied in a study task that is aimed at unitized processing of the word pair at a semantic level. Experiment 4 showed that processing the pairs as separate words at an orthographic level cancelled the priming effect. The results are explained by assuming that priming results from the overlap of features that are activated during both study and test.

Two experiments investigated the influence of automatic and strategic processes on associative priming effects in a perceptual identification task in which prime--target pairs are briefly presented and masked. In this paradigm, priming is defined as a higher percentage of correctly identified targets for related pairs than for unrelated pairs. In Experiment 1, priming was obtained for mediated word pairs. This mediated priming effect was affected neither by the presence of direct associations nor by the presentation time of the primes, indicating that automatic priming effects play a role in perceptual identification. Experiment 2 showed that the priming effect was not affected by the proportion (.90 vs. .10) of related pairs if primes were presented briefly to prevent their identification. However, a large proportion effect was found when primes were presented for 1000 ms so that they were clearly visible. These results indicate that priming in a masked perceptual identification task is the result of automatic processes and is not affected by strategies. The present paradigm provides a valuable alternative to more commonly used tasks such as lexical decision.